The purpose of this study is to explore the factors that influence student engagement in science. Increases in student engagement positively correlate to improved student achievement. This study targeted the lack of clarity regarding the relationships between the complexity of instructional objectives, teacher self-efficacy, past achievement, student grade level, and student engagement. This correlational design method uses a quantitative approach that includes observations of student engagement levels and a student self-report survey of engagement, as indicators of student engagement levels. A multiple regression analysis of each measure of student engagement instruments determine the influence of each variable to student engagement. Influencing student engagement would be a valuable tool for educators in designing student intervention and improving student achievement.
|Advisor:||Madonia, Peter R.|
|Commitee:||Cronin, Robert D., Diffley, William|
|School:||Southern Connecticut State University|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 78/07(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Middle School education, Science education|
|Keywords:||Instructional objectives, K-12, Middle school, Rigor, Student achievement, Teacher self-efficacy|
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